Base Nacional Comum – Formação: um percurso investigativo a partir das lógicas fantasmáticas

• Autor(a) principal: Silva, Larissa Gomes da
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18525
• topic: Fantasmatics Logics; Common National Training Base; Teacher Training; Theory of Discourse; Educação; Formação de professores; Teoria do Discurso; Lógicas Fantasmáticas; Base Nacional Comum de Formação; CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This research aims to analyze the signifiers that strengthened the demand for the Common National Teacher Training Base. Therefore, the theoretical-strategic position was to operate with Jason Glynos and David Howarth's Approach to Logic (2018), with an emphasis on fantasmatics logics. For this investigation, a corpus composed of informal texts (written and oral) on Teacher Training published on the YouTube platform and a text posted on the social network Facebook was selected for the investigation of resonant signifiers that directly associate the quality of education with teacher training, having its consequences in hegemonic discourses that a technical and standardized teacher training will guarantee this quality of education. For that, this study followed the discursive approach of curriculum from the post-structural perspective, presenting as a guideline the contributions of Lopes and Macedo (2011). When carrying out the analysis of the empirical material, we sought to deepen the issues that could explain how some subjects are captured by discourses, which are often contradictory and diffuse, typical of social fantasies that act in an attempt to suture a lack. In this scenario, it was relevant to bring the contributions of Psychoanalysis from Laclau and Mouffe's Theory of Discourse (2015) to strengthen the analysis of discursive narratives. The investigation was structured by the theoretical-methodological bias of problem-oriented research, in which there is neither the intention nor the objective of solving the problem. Therefore, the bet to suspend certainties of a rational order and (de)sediment meanings in the discourse in favor of quality in the field of teacher education was defended. Finally, as a contribution to the field of curriculum policies for teacher education, I emphasize the potency of the investigative path based on fantasmatics logics